Standard4

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Standard 4 Teachers know how to teach.


 * The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills.


 * Evidence 1:**

Self-Created USA Map Thinglink:

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 * Rationale 1: **

As a part of my 4th grade curriculum, my students were learning about the 50 US states and capitals. Students were provided with a “States Binder” which consisted of a page for each state. The front side of the page consisted of an image of the state as well as some basic information on that state. The back side of each state sheet consisted of a graphic organizer that prompted information for the students to look for about that particular state. At first, the students used book and magazine resources to locate their information; however I felt that the students weren't getting the big picture. They weren't seeing the states landmarks, national parks, attractions, geological features and true beauty they hold. I then created a Thinglink map of the USA for the students to use to research each state. The Thinglink map consisted of links to informational websites for each state, music and video links to help learn the states and capitals and interactive games for the students to practice identifying the state and capital independently. The students enjoyed using the Thinglink map because everything they needed was stored in one location for them. They were also excited to read about each state, explore images to see the appearance of the state and to compare how different each state is from one another. The excitement of the students as they researched the states was a wonderful site. The students were in full control of their learning experience and I was simply there for assistance and support. I enjoyed using this form of instruction because it was organized, after one or two times of explaining the map the students could use the site independently at home or at school and it was easy to create the map. This is an instructional tool that I felt was a complete success, all learners were engaged and applying skills in areas of reading, language arts and social studies with a sense of enthusiasm and joy.


 * KSD **


 * 4.K.3 The teacher knows how to enhance learning through the use of a wide variety of materials and technological resources (e.g. computers, audio-visual technologies, videotapes and discs, local experts, primary documents and artifacts, texts, reference books, literature, and other print resources).**


 * The creation and use of my Thinglink Map of the USA was a resource that brought together many different mediums of technology. The site incorporated music videos for visual and auditory learners to better learn their states and capitals. Interactive website games allowed students to solve state puzzles and involved movement to provide more kinetic and tactile learning experiences. Students were also given links to read and learn about each state and to see images of what the state had to offer. Along with the use of the Thinglink site, students were still offered books, magazines, atlas, and postcards to learn about the states and capitals


 * 4.S.4 The teacher varies his or her role in the instructional process (e.g. instructor, facilitator, coach,** ** audience) in relation to the content and purposes of instruction and the needs of students. **


 * While using my Thinglink map, I took on many different roles during the instructional process. I began as the instructor, teaching the students how to navigate the site and answering questions as they arose. As the students began using the site more, I took the role as a facilitator where I would present a state to the class and they needed to acquire information and explore that state. As time went on, I merely was present for assistance when needed or an audience as students would relay interesting facts they were learning about each state.


 * 4.D.2 The teacher values flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs.**


 * As I created my Thinglink site, I still wanted students to use materials that they found worked best for their learning needs. This is why I supplied different books and magazines for students to use as resources while filling out their state information sheets. Some students struggled with the amount of information found online, while others enjoyed the endless amounts of readings, images and videos. Students were allowed the flexibility to research using the method they felt they were most successful with.